Test Mentality in Japan

One of the most common complaints I hear among JETs, particularly those teaching in Junior or High Schools, is that they aren't given any freedom in terms of what they are allowed to teach. It tends to be a do-as-you're-asked sort of affair with us just reading the flashcards and dialogues from the text books ad nauseam. The reason for this, however, is rarely malicious or even negative intent on the part of the Japanese teachers. It is almost exclusively due to the fact that the sole goal of these classes is to get the students ready to pass the entrance exams to the next level of schooling. The textbooks are created using the test guidelines, so anything not covered in them does not warrant covering in class.

This phenomenon of studying for sole purpose of passing a single exam permeates Japanese society. I stumbled onto this realization while cramming for the test to convert my US driver's license into a Japanese one (which I proceeded to fail within the first 45 seconds of the actual exam). The test had almost no bearing on actual driving ability, rather it tested the takers memory (you must memorize the driving course first) and whether or not they properly make the prescribed number of mirror checks during a straight away. Aside from the driver's exam, it can be seen at every level of the education system (junior high, high school, college entrance exams) and even in adult life afterwards. To gain admittance to certain companies one must pass written tests covering subjects like grammar and even economic history of the company in question.

This system, while promoting the positive values of studying for an exam, learning the materials, and in turn reaping the benefits has one fatal flaw: lack of comprehensiveness. By providing an exact set of standards and details of what will be on the test, it enables test-takers to study only what will be on the test and nothing else. The only case in which a system like this is effective is if the subject itself is so specific or so defined that the test can actually cover the entirety of the subject, forcing the student to study and learn not just bits and pieces but the whole breadth of the topic. Otherwise you end up with an incomplete skill set that serves no real purpose other than having enabled you to pass the test.

Take for example Japanese college students who are studying to pass the TOEIC English Exam. As far as my personal experience goes, students who attained high scores have done so by strictly following the regimen put forth by the testing committee, as opposed to going out and actually communicating with native English speakers. I find that I have more fluid and rewarding conversations with people who have never even thought of studying for an English exam like this. The same goes for us Foreigners taking the Japanese Proficiency Exam. At the higher levels the Japanese grammar and Kanji we have to know are practically useless in daily life (unless your daily life was consisted of translating turn of the century law texts). As it is I separate personal Japanese studying into two categories: test oriented almost mathematical memorization of grammar points obtained from study guides, and Japanese I will actually be able to use in conversation that very day learned from comic books and Harry Potter. Does that seem messed up to anyone else?

The Miseducation of Aomori, Japan

Over my brief tenure as a teacher I have had several eye-opening realizations about children and the way they think. Some have been fun, like noticing the small gaps in the younger children's short term memory when, 5 minutes after giving a welcome speech in Japanese, I am accosted by 20 or more of them asking if I know any Japanese words (in Japanese, of course). I also love that, despite the fact that I clearly understand every word the ask, they continue to believe that I can't speak any Japanese.

Some experiences, though, fall on the slightly more disturbing side of the spectrum. One of said moments occurred last week at one of my favorite schools, Sugisawa Primary and Junior High. The entire series of events in more or less irrelevant (I believe the word tora, meaning tiger, came up and from there one of the other teachers asked if I had seen the war film Tora Tora Tora), but it quickly came to light that the children had never heard of Pearl Harbor. In fact, the lot of them actually assumed that it was an island down south near Okinawa, which I guess is partially understandable seeing as how it does have a Japanese name (真珠湾), but I was still rather shocked. I was not alone. The other two teachers in the room pushed the issue, throwing out terms like "Pacific War," but still to no avail. When told that it in Hawaii and was the site of the Japanese sneak attack on the United States which signalled it's entry into the war, their jaws hit the floor. They honestly had no idea that Japan had attacked the US first. About half didn't even know that we were on opposing sides during the war.

Now I'm all about forgive and forget, but this is ridiculous. These kids are in the equivalent of our 8th grade, people! Now not knowing all of the gritty details that age is completely acceptable, but being that oblivious to one of the most important events in the history of BOTH countries is by no means. Though I usually find myself pleased with the overall quality of the primary and secondary education systems here, I am still borderline appalled at this oversight. It makes me wonder if I should be sitting in on the history lessons, not just English. Or maybe I'll just give them all copies of Ben Affleck's magnum opus, Pearl Harbor. I do love Ben Affleck...




Since I do love posting related, or at least semi-related, videos, enjoy this little bit of WWII fun with a bit of a modern twist: